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48 results

Book

El Gimnasio Moderno en la Vida Colombiana, 1914-1989

Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, South America

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Language: Spanish

Published: Bogotá, Colombia: Villegas, 1990

ISBN: 978-958-9138-65-6

Article

Agustín Nieto Caballero: Fundador del Gimnasio Moderno y renovador de la pedagogía

Available from: Banrepcultural - Banco de la Republica

Publication: Revista Credencial Historia, no. 113

Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, South America

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Language: Spanish

ISSN: 0121-3296

Article

[La Casa de los Niños del Gimnasio Moderno]

Available from: Center for Research Libraries (CRL)

Publication: Cromos: Revista Semanal Ilustrada, vol. 4, no. 81

Pages: 117-120

Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, Montessori schools, Montessori schools - Photographs, South America

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Language: Spanish

Article

Primer Congreso Pedagógico Nacional Colombiano de 1917. Una mirada a sus tensiones y avances [First National Pedagogical Congress of Colombia in 1917. A Glimpse into its Tensions and Breakthroughs / Primeiro Congresso Pedagógico Nacional colombiano de 1917. Uma olhada às suas tensões e avanços]

Available from: Universidad Pedagogica Nacional (Colombia)

Publication: Pedagogía y Saberes, no. 48

Pages: 153-161

Americas, Colombia, Latin America and the Caribbean, Montessori method of education, South America

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Abstract/Notes: El presente artículo recoge, en retrospectiva, la experiencia del Primer Congreso Pedagógico Nacional realizado en Colombia en 1917. Se ubican cuatro tensiones fundamentales: el manejo de las escuelas normales, los métodos de enseñanza, los textos y los programas escolares y, por último, las tensiones entre dos formas de pedagogía, la conservadora y la liberal. Además, se señala como uno de los avances principales la creación, en marzo de 1927, del Instituto Pedagógico Nacional, que al trasegar por el método Montessori y fomentar los principios de la escuela activa contribuyó a la modernización de la pedagogía en el país y, hacia mediados de siglo xx, la conformación de la Universidad Pedagógica Nacional (UPN). [This article takes a retrospective look at the experience from the First National Pedagogical Congress that took place in Colombia in 1917. Four fundamental tensions are identified: the management of normal schools, the teaching methods, the school texts and programs and, finally, the strains between two ways of pedagogical thinking, the conservative and the liberal. Furthermore, the creation of the National Pedagogical Institute in March 1927 is seen as one of the main breakthroughs that, by changing to the Montessori’s method and encouraging the progressive education’s principles, contributed to the pedagogical modernization of the country and, by mid-twentieth century, to the establishment of the National Pedagogical University (UPN). / Este artigo recolhe, em retrospectiva, a experiência do Primeiro Congresso Pedagógico Nacional realizado na Colômbia em 1917. Relacionam-se quatro tensões fundamentais: o gerenciamento das Escolas Normais, os métodos de ensino, os textos e os programas escolares e, por último, as tensões entre dois tipos de pedagogia, o conservador e o liberal. Além disso, como um dos avanços principais assinala-se a criação do Instituto Pedagógico Nacional, em março de 1927, que ao trasfegar pelo Método Montessori e fomentar os princípios da escola ativa, contribuiu à modernização da pedagogia no país e, por volta de meados do século xx, à conformação da Universidade Pedagógica Nacional (UPN).]

Language: Spanish

DOI: 10.17227/pys.num48-7380

ISSN: 2500-6436

Article

Economic and Industrial Renaissance of Colombia

Available from: HathiTrust

Publication: Bulletin of the Pan American Union, vol. 55, no. 4

Pages: 340-355

Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America, ⛔ No DOI found

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Abstract/Notes: Specifically see page 346-7: "... Chief among these is the Gymnasio Moderno in Bogota, founded mainly through the efforts of Agustin Nieto Caballero, a graduate of Yonkers High School and Columbia University in New York before he studied law and education in Paris. Returning to Colombia in his early twenties with a zeal for educational betterment, this young man induced nine friends to join him in subscribing $100,000 for the foundation of a nonsectarian modern school. From the Montessori babies up to college entrance, the Gymnasio Moderno aims to follow the most advanced methods of Europe and America. Teachers and equipment have been brought from abroad..."

Language: English

ISSN: 2332-9424

Article

Progressive Schools in Latin America

Available from: Internet Archive

Publication: Bulletin of the Pan American Union, vol. 62, no. 5

Pages: 453-467

Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America, ⛔ No DOI found

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Abstract/Notes: Discusses Gimnasio Moderno in Bogota, Colombia and their progressive educational model which consists of a combination of pedagogies, including Montessori.

Language: English

ISSN: 2332-9424

Book

Historia de la educación en Bogotá

Available from: Consejo Latinoamericano de Ciencias Sociales (CLACSO)

Americas, Colombia, Latin America and the Caribbean, South America

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Abstract/Notes: Includes some details related to Montessori schools in Bogotá in the early 20th century.

Language: Spanish

Published: Bogotá, Colombia: IDEP (Instituto para la Investigación Educativa y el Desarrollo Pedagógico), 2012

Edition: 2nd ed.

ISBN: 978-958-8780-13-9

Series: Serie Investigacíon IDEP , 10

Volume: 2 of 2

Article

Modernost pedagoške koncepcije Marije Montessori [The contemporariness of Maria Montessori’s pedagogical concept / Modernität der pädagogischen Konzeption von Maria Montessori]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Pedagogijska istraživanja, vol. 8, no. 2

Pages: 205-216

⛔ No DOI found

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Abstract/Notes: U zadnjim desetljećima sve veći broj znanstvenika i pedagoga praktičara pokazuje interes za Montessori pedagogiju, provjerava je u praksi i potvrđuje da je riječ o modernoj, vremenu primjerenoj pedagogiji koja odgovara na razvojne potrebe suvremene djece i mladih. Brojna istraživanja pokazuju kako djeca iz Montessori škola, u usporedbi s djecom iz standardnih škola, pokazuju bolju motivaciju za učenje, višestruke interese, samostalnost i pozitivan odnos prema učenju te veću odgovornost prema zajednici. Istraživanja euroznanosti i razvojne psihologije potvrđuju postavke Montessori pedagogije o individualnom planu razvoja, koji prolazi određene stupnjeve (senzibilna razdoblja, prozori učenja) te o potrebi didaktički obliko vanog okruženja kao pomoći u individualnom razvoju. Zahtjev za slobodom, samostalnosti i samoaktivnosti Montessori je, za razliku od emancipatorske pedagogije i sociokonstruktivizma, postavila u okvire razvojne i moralne slobode i jasno defi nirala uvjete slobode i pretpostavke samostalnosti djeteta. Sloboda shvaćena kao izgradnja kompetencija za djelovanje – cilj je, ali i put, koji dijete prolazi u svome razvoju i na kojemu treba sigurnost, zaštićenost, praćenje i pomoć odraslih. Modernost Montessori pedagogije treba tražiti u znanstveno utemeljenoj psihologiji razvoja, u pedagoški oblikovanoj ponudi učenja i u pedagoškom etosu odgajatelja. [In recent decades an increasing number of scholars and pedagogues have been showing interest in the educational approach developed by Maria Montessori, applying it in practice and arguing that it is a modern and timely pedagogy that responds to the developmental needs of contemporary children and youth. Numerous surveys show that children educated in Montessori schools, in comparison to children educated in standard schools, demonstrate a greater motivation to learn, have a multiplicity of interests, display independence and a positive stance towards learning, as well as an increased sense of responsibility towards the community. Research in neuroscience and developmental psychology confi rms the hypotheses laid down by Montessori pedagogy about the individual development plan as evolving through certain stages (sensitive periods, learning windows) and about the need to have a didactically formulated environment that will support individual development. Unlike the emancipatory pedagogy and socio-constructivism, Montessori has placed the requirement for freedom, autonomy and self-activity within the bounds of a developmental and moral freedom and clearly defi ned the conditions of the freedom and the assumptions of the child’s autonomy. Freedom interpreted as a development of competencies for action represents the aim, but also the journey a child goes through during the development period when it needs safety, protection, attention and support from the adults. The contemporariness of Montessori pedagogy is to be found in scientifically-based developmental psychology, in pedagogically formulated teaching and in the pedagogical ethos of the teacher. / In den letzten Jahrzehnten wächst die Zahl von Wissenschaft lern und pädagogischen Praktikern, die sich mit der Montessori-Pädagogik beschäft igen, ihre Th esen in der Praxis überprüfen und die Meinung vertreten, dass es um eine moderne, zeitgemäße Pädagogik handelt, die auf Entwicklungsbedürfnisse der heutigen Kinder und Jugendlichen antwortet. Zahlreiche Untersuchungen bestätigen, dass die Kinder aus den Montessori-Schulen im Vergleich mit den Kindern aus den Standardschulen eine höhere Lernmotivation, vielfältigere Interessen, Selbständigkeit und positives Verhältnis zum Lernen sowie eine größere Verantwortung gegenüber der Gemeinschaft besitzen. Die im Rahmen von Neurowissenschaft en und Entwicklungspsychologie unternommenen Untersuchungen bestätigen die Hypothesen der Montessori-Pädagogik über den individuellen Entwicklungsplan, der bestimmte Stufen durchläuft (sensible Etappen, Lernfenster) sowie die Notwendigkeit einer didaktisch gestalteten Umwelt als individueller Entwicklungshilfe. Die Forderung nach der Freiheit, Selbständigkeit und Selbstaktivität stellte Montessori, im Unterschied zu emanzipatorischer Pädagogik und sozialem Konstruktivismus in den Rahmen der moralischen und Entwicklungsfreiheit und defi nierte klar die Voraussetzungen für die Freiheit und Selbständigkeit des Kindes. Die Freiheit, begriff en als Aufb au von Handlungskompetenzen, stellt das Ziel, aber auch den Weg dar, den das Kind in seiner Entwicklung zurücklegt und auf dem es Sicherheit, Geborgenheit, Hilfe und Aufsicht durch Erwachsene benötigt. Die Modernität der Montessori-Pädagogik ist in der wissenschaft lich begründeten Entwicklungspsychologie, in den pädagogisch aufb ereiteten Lernangeboten und dem pädagogischen Ethos der Erzieher zu suchen.]

Language: Croatian

ISSN: 1334-7888

Article

Don Agustín Nieto Caballero Andante de la Educación

Available from: Universidad Pedagógica y Tecnológica de Colombia

Publication: Revista Historia de la Educación Latinoamericana, no. 5

Pages: 85-106

Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Latin America and the Caribbean, South America

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Abstract/Notes: Entre los pocos maestros inolvidables del autor figura don Agustin Nieto Caballero, un ilustre educador bogotano que, a partir de las teorias psicologicas, pedagogicas y filosoficas de Jhon Dewey, Ovide Decroly, Maria Montesori y Henri Bergson, instituyo en Colombia la Escuela Nueva, y fundo con otros colombianos no menos notables, en 1914, el Gimnasio Moderno que tanta influencia ha tenido en el desarrollo edeucativo del pais y de America Latina. El presente articulom, a la vez que destaca el aporte de Nieto Caballero a la luz de las ideas fundamentales de sus mentores, rinde homenaje al Maestro que hizo posible una audaz renovacion de la educacion colombiana.

Language: Spanish

ISSN: 2256-5248

Article

Educación infantil y oficio de maestra-jardinera, Medellín-Colombia: 1915-1930

Available from: Universidad Pedagógica y Tecnológica de Colombia

Publication: Historia y Memoria, no. 16

Pages: 281-318

Americas, Colombia, Latin America and the Caribbean, Montessori method of education, Montessori schools, South America

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Abstract/Notes: El artículo tiene como propósito analizar históricamente la producción de un saber escolar que permitió la educación de los párvulos y la formación de la maestra-jardinera al interior del Colegio María Auxiliadora de Medellín, a partir de la apropiación de Pestalozzi, Fröebel y Montessori. Metodológicamente se empleó el enfoque histórico de la práctica pedagógica y como método algunas herramientas arqueogenealógicas. El contenido del texto se desarrolla en tres momentos: el primero analiza la emergencia de la maestrajardinera, el segundo da cuenta de la institucionalización de la enseñanza infantil como el primer nivel de instrucción y un tercer momento reescribe los discursos y prácticas para llevar a cabo la educación infantil y la formación de la maestrajardinera. Se presentan como resultados las tensiones de saberpoder que acontecieron en el marco de la pedagogía católica, los saberes para educar a los párvulos y la configuración de la cátedra de pedagogía infantil para la formación de la maestra-jardinera. Como conclusiones se exponen algunos usos de la experiencia educativa del kindergarten salesiano en el presente, recurriendo a la noción de memoria activa del saber pedagógico que permita, hacia futuro, llevar a cabo la reconceptualización de la educación inicial. [This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. Methodologically, this pedagogical practice was studied from a historical approach; additionally, some archeogenealogical tools were used. The contents of the text are developed in three moments: the first analyzes the emergence of the nursery school teacher, the second examines the institutionalization of early childhood teaching as the first instructional level, and a third moment rewrites the discourses and practices of early childhood education and preschool teacher training. The findings include the power-knowledge tensions that occurred in the context of catholic pedagogy, a characterization of the knowledge considered necessary for the education of preschoolers, and the configuration of the Early Childhood Pedagogy Program for the training of preschool teachers. In conclusion, some uses of the educational experience of the present Salesian kindergarten are related, recurring to the notion of active memory of pedagogical knowledge, that will allow the future reconceptualization of early education.]

Language: Spanish

DOI: 10.19053/20275137.n16.2018.7193

ISSN: 2322-777X

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